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The State Of Balance Between Procedural Knowledge And Conceptual Understanding In Mathematics Teacher Education, Damon L. Bahr, Michael J. Bossé
The State Of Balance Between Procedural Knowledge And Conceptual Understanding In Mathematics Teacher Education, Damon L. Bahr, Michael J. Bossé
Faculty Publications
The NCTM Principles and Standards for School Mathematics calls for a balance between conceptual understanding and procedural knowledge. This study reports the results of a survey distributed to AMTE members in order to discover the opinions and practices of mathematics teacher educators regarding this balance. The authors conclude that there is wide disparity of views regarding the meaning of the terms "conceptual" and "procedural" as well as the meaning "balance" between the two, in terms of what constitutes mathematics, the learning and teaching of mathematics, and the assessment of mathematical proficiency.
School-Based Mentoring: An Effective Intervention With Students At Risk For Ebd, Paul Caldarella, Shauna Valentine, K. Richard Young, Michael Adams
School-Based Mentoring: An Effective Intervention With Students At Risk For Ebd, Paul Caldarella, Shauna Valentine, K. Richard Young, Michael Adams
Faculty Publications
EBD Students experience fewer positive outcomes, more frequent removal from class, and less academic instruction than any other group of students with disabilities; Years of academic failure and peer rejection before evaluations and diagnoses are begun. (Lane, Gresham, & O’Shaugnessy, 2002;Jolivette, Stitchter, Nelson, Scott, & Liaupsin, 2000)
Preservice Literacy Teachers In Transition: Identity As Subjectivity, Mindy Legard Larson
Preservice Literacy Teachers In Transition: Identity As Subjectivity, Mindy Legard Larson
Faculty Publications
This research addresses the complexities of identity development of elementary and middle school preservice literacy teachers during their teacher education program using a poststructural feminist theoretical lens. This research investigated two questions: 1) How do preservice teachers develop their identity as teachers of literacy in the midst of authoritative discourses? 2) What kinds of strategies and discourses do preservice literacy teachers use to negotiate the competing discourses of literacy during student teaching? The results indicated that the identities of the preservice literacy teachers were in transition during their teacher education program and authoritative discourses were at work constituting their subjectivities …
Constructing An Ethic Of Care In Teacher Education: Narrative As Pedagogy Toward Care, Colette Rabin
Constructing An Ethic Of Care In Teacher Education: Narrative As Pedagogy Toward Care, Colette Rabin
Faculty Publications
Teacher educators have a civic responsibility to prepare novice teachers to foster relationships across cultural, racial, and socioeconomic divides. Care ethics acknowledges this imperative. This study explores how to cultivate the knowledge, skills and dispositions associated with constructing a caring stance toward the work of teaching. Data come from two preservice teacher education courses. A cluster of course activities sought to foster novice teachers’ core skills for a caring stance. In particular, one assignment, an ethical dilemma case, gave the novice teachers the opportunity to write a narrative about practice and consider any potential moral implications. Since narrative methodology accounts …